Pedagogy-driven Design of Digital Learning Ecosystems

Mart Laanpere1, Kai Pata1, Peeter Normak1 and Hans Põldoja1

  1. Tallinn University, Institute of Informatics
    Narva mnt 25, 10120 Tallinn, Estonia
    {mart.laanpere, kai.pata, peeter.normak, hans.poldoja}@tlu.ee

Abstract

In most cases, the traditional Web-based learning management systems (e.g. Moodle, Blackboard) have been designed without any built-in support for a preferred pedagogical model or approach. The proponents of such systems have claimed that this kind of inherent "pedagogical neutrality" is a desirable characteristic for a LMS, as it allows teachers to implement various pedagogical approaches. This study is based on an opposite approach, arguing for designing next-generation online learning platforms – so called digital learning ecosystems – with built-in affordances, which promote and enforce desirable pedagogical beliefs, strategies and learning activity patterns while suppressing others. We propose a conceptual and process model for pedagogy-driven design of online learning environments and illustrate it with a case study on development and implementation process of a digital learning ecosystem based on Dippler platform. We also describe the pedagogical foundation of Dippler that was guided by a combination of four contemporary pedagogical approaches: self-directed learning, competence-based learning, collaborative knowledge building and task-centered instructional design.

Key words

digital learning ecosystems, pedagogy-driven design.

Digital Object Identifier (DOI)

https://doi.org/10.2298/CSIS121204015L

Publication information

Volume 11, Issue 1 (January 2014)
Year of Publication: 2014
ISSN: 1820-0214 (Print) 2406-1018 (Online)
Publisher: ComSIS Consortium

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How to cite

Laanpere, M., Pata, K., Normak, P., Põldoja, H.: Pedagogy-driven Design of Digital Learning Ecosystems. Computer Science and Information Systems, Vol. 11, No. 1, 419–442. (2014)